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Session 1 Principles of Child Development

The document outlines several principles of child development including that development occurs in orderly sequences from simple to complex, starts from the center of the body and head moving outward, and is influenced by biological maturation. Early childhood from birth to age 8 is critical for brain development and laying the foundation for future learning. The timing and quality of experiences and environments during windows of opportunity can impact development.

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norvel19
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1K views

Session 1 Principles of Child Development

The document outlines several principles of child development including that development occurs in orderly sequences from simple to complex, starts from the center of the body and head moving outward, and is influenced by biological maturation. Early childhood from birth to age 8 is critical for brain development and laying the foundation for future learning. The timing and quality of experiences and environments during windows of opportunity can impact development.

Uploaded by

norvel19
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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PRINCIPLES OF

CHILD
DEVELOPMENT
K W L
What I What I What I
Know Want to have
know Learned
The study of child
development helps teachers
in fundamental ways:
 Child development helps
teachers understand the
changes they see as children
grow and develop.
Knowing and understanding how
children learn at different ages
and stages of development can
guide teachers in many
curriculum decisions they need
to make.
Community of Learners
Studying child development
helps teachers explain
individual variations in rate of
development of their students.
The study of child development
helps teachers understand how
children influence their
environment and in turn, how the
environment influences them.
 Child development is a
process of change in which
the child learns to handle
more complex levels of
moving, thinking, feeling and
interacting with people and
objects in the environment.
Developmental changes
have three characteristics:

1. Orderly - They occur in a


sequence.
2. Directional - It is cumulative.
Each change in a sequence
builds on the results of the
preceding changes.
3. Stable - Children’s behavior is
reasonable stable over time. It
implies that early behavior and
personal characteristics are
good predictors of later
development.
Development is wholistic. It is
often divided into four
categories that makes it easier
to observe and understand
children’s behavior.
All are interwoven in a child’s life and
develop simultaneously and synergistically.

Physical Dimension - the ability to move and coordinate


 Intellectual/Cognitive Dimension - the ability to think and
learn
Social Dimension - the ability to relate to others
 Emotional Dimension - the ability to develop a positive
concept of self and others
The Cephalocaudal principle – development
starts from the head down to the toes.
Ex. infant – face movements first, then learns to life
himself using their arms then learns how to crawl, walk
or stand.

The Proximodistal principle – involves the belief


that development starts from the center of the body
going outwards
The principle of maturation
Maturation – sequence of development involving
biological change

Highly influenced by the development in the


nervous system and primarily the brain

Developmental milestones cannot be attained until


the different parts of the body mature
Development in the brain occurs from simple to more
complex tasks.

Physicaldevelopment starts from the development


of general skills before specific skills.

Ex. child will simply start to grasp toys using his


hands. Later on, he will be able to pick toys using his
fingers.
Every child is a unique person
with a unique temperament,
learning style, family background,
and pattern and timing growth.
While sequence is the same, the RATE of
development may varies from child to child.
Rate and quality of development is
influenced by: physiological maturity,
heredity, environmental factors; together
these factors account for the tremendous
range of variation in children’s
development
Children’s development is cumulative in nature and
not necessarily progressive.
Early attention to child’s development =
less problems will be encountered in later
development and learning
There are limits to what can be achieved if
intervention comes later
Laterintervention must have to be intensive to have
a positive impact.
 A child’s development begins
in the womb but learning
begins at birth.
Development and learning
occur as a result of the child
interacting with people and
objects in his or her
environment.
Children live within a
context- family, community,
culture and their needs are
most effectively addressed in
relation to that context.
THE EARLY YEARS
The first eight years of a child’s life form the foundation
for all later development; early attention to the
child’s needs is critical.

* In the early years, the child develops all the basic


brain and physiological structures upon which later
growth and learning are dependent.

* Early support  benefits of intervention are greater


The early years – from birth through age eight - are
critical because they are the formative years when
growth and development are the most rapid

* brain growth – unmatched by any other

developments that occur during the life

span; age 6 -70% of the adult brain weight


TIMING OF EXPERIENCE
Timing of experience can be critical.

- periods in life when the brain is


particularly open to new experiences

- negative experiences or the absence


of good or appropriate stimulation
are more likely to have serious and
sustained effects
WINDOWS OF OPPORTUNITY
Window for Optimal window Next best Further
opportunity rewiring possible
EMOTIONAL 0-24 mos 2-5 years any age
INTELLIGENCE
MOTOR 0-24 mos 2-5 years Decreases with age
DEVELOPMENT
VISION 0-2 years 2-5 years
EARLY SOUNDS 4-8 mos. 8 mos-5 years any age
MUSIC 0-36 mos 3-10 years any age
THINKING SKILLS 0-48 mos 4-10 years any age

SECOND 5-10 years any age


LANGUAGE
ACQUISITION
There are certain critical periods that are conducive to developing specific skills.
References:
• Wilson,Donna, “Flourishing in the First Five Years”
• Shiller,Pam, “Start Smart:BuildingBrain Power in the
Early Years
• Galinsky, Ellen, “ Mind in the Making”
• Healy, Jane, “ Your Child’s Growing Mind”
• Evans,Judith, “Early Childhood Counts”, (The
International Bank for Reconstruction and
Development)
• Brazelton, T.BerryM.D. and Greenspan, Stanley M.D,
“The Irreducible Needs of Children: What Every Child
Must Have to Grow, Learn and Flourish”

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